Judging a Book by Its Cover

Name: Madeline Mayer

Grade Level: 6-8

Content area(s):
ELA: Viewing, representing, analysis

Visual Arts: Understanding, evaluating and making connections between visual arts and other disciplines

Classroom Time: 90 minutes or two 45 minute sessions

Purpose: Discuss the effect different book covers have on a perspective reader and what book covers can tell us about books.

Skills Addressed:

ELA skills:
Interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings, evaluate how different media forms influence and inform

Visual Arts skill:
Understanding, interpreting, and evaluating art pieces, connecting visual arts with other disciplines

Supplies:

Image of a book cover for a book that students have not read; 3-4 different book covers for a book that the class is about to read; chart paper; markers; paper; and pens

Lesson Process:

Warm-up – 10 minutes

Display the cover of “Slam!” [Attachment 1] By Walter Dean Myers on the board. (If students have read this, choose a different book cover.)
Give students 2-3 minutes to quietly brainstorm what that book might be about and then have them share their ideas out loud. – A boy who likes basketball, a boy who becomes a professional basketball player, etc.
Ask students what kind of book covers make them want to read those books – Bright colors, kids my age on the cover, animals on the cover, etc.

Lesson procedure – 75 minutes

Summarize what the book is about for the students - Sixteen-year-old "Slam" Harris is counting on his noteworthy basketball talents to get him out of the inner city and give him a chance to succeed in life. (For a detailed summary - http://teenfiction.suite101.com/article.cfm/slam_by_walter_dean_myers)
Ask students to share how the book cover and title gave them an impression of what the book was about. – Ex. The boy on the cover has a basketball in his hand and looks frustrated, etc…
Ask for students to share other ideas of book covers for that book that might have given the reader a better/ different perception of what the book was about. – Ex: Boys playing basketball on the street with houses in the background, etc…
Randomly assign students one of the four different book covers for a book that the class is about to start reading. ( 4 different covers for “The Outsiders” by S.E. Hinton are attached - Attachment 2)
Have students spend 15 minutes writing down everything that they can interpret about the book’s characters, plot, and setting from viewing the book cover.
Have students get into 4 different groups – one group for each book cover and spend 10 minutes comparing everything they came up with and discussing what the book might possibly be about – A group of kids that live outside, Boys that are never included – they’re always outside
Distribute a piece of chart paper to each group. (Attachment 3 – Looking Ahead)
Have each group make a list on chart paper of what they think about the book’s plot, setting, characters, tone, and mood (15 minutes)
Each group will come up and present their ideas to the rest of the class (5 minutes for each group)
Students write a reflection on which cover would make them most likely to read the book and why. (15 minutes)

Student assessment or final product to be developed:

Charts created in groups, class participation, teacher observation and final reflection

Extension activities

Students write a reflection on how the different covers for 1 book changed what people thought about the book before they read it.
After students have read the book, have them draw their own alternative cover for the book

Attachment 1

Attachment 2

Attachment 3

Looking Ahead

Name ________________________________________________ Date______________ Period _____

	Plot
	Setting
	Characters
	Tone
	Mood

National Standards

ELA

ELA7R1 - The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ELA7RC2 - The student participates in discussions related to curricular learning in all subject areas.

Art

AR8.2 Students respond to, analyze, and make informed judgments about works in the arts.

TEKS

ELA:

7.23 Viewing/representing/analysis. The student analyzes and critiques the significance of visual images, messages, and meanings. The student is expected to: (A) interprets and evaluates the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8) (D) evaluate how different media forms influence and inform (6-8).

Visual Arts:

Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) analyzes and compares relationships, such as function and meaning, in personal artwork

The mission of Project GRAD is to ensure a quality public education for all students in economically disadvantaged communities so that high school and college graduation rates increase.